WHERE DO WE LIVE?
Message in a bottle
An activity that uses the 'message in a bottle' metaphor to engage learners in thinking about what
their place means to them.
KS2 | 60 Mins | Individual
KEY QUESTION: What would you choose to represent where you live to the outside world?
Background
If you could send a message about your place using a limited selection of words, images, and
objects, what would you choose? The metaphor of a message in a bottle provides an interesting
focus for pupils to think about where they live from both a personal and collective perspective.
Once comfortable with the basic idea, there are several ways in which it can be easily adapted into
a larger unit of work, to compliment other activities in this module, or as a linking opportunity.
The concept of message in a bottle is about having limited scope to communicate with the outside
(and often unknown) world. This limitation can provide a sharp focus for thinking about what are
the really important things you would want to say. It also encourages you to think about how you
would say them. How would these combine, and what would they tell the person or people that
stumbled upon your bottle?
There are various ways that you could approach this activity. Here we share four approaches that
have a popular relevance that may offer an opportunity to introduce them to pupils.
Based on original material created by The Linking Network and Lifeworlds Learning
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
[email protected] | 01274 385470 | www.thelinkingnetwork.org.uk
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WHERE DO WE LIVE?
Approach
Message in a bottle
Concept / Question
Making contact with an
unknown oother
Time capsule
Recording a place in time for
future generations to learn
about their past
Space probe/explorer
Trying to communicate with
aliens
Desert island memories
What memories of place would
you want if you were
marooned on a desert island?
Issues to consider
 What would you use to tell
them about your place?
 What language would you
use?
 How would you
communicate without
words?
 How long will it be before
recovered?
 What technology will be
available?
 Will things survive that
long?
 How would we let them
know our place was
welcoming?
 How would we let them
know we were human?
 What would you want to
remind you?
 If you save one thing what
would it be? (the most
important thing about your
place)
Based on original material created by The Linking Network and Lifeworlds Learning
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
[email protected] | 01274 385470 | www.thelinkingnetwork.org.uk
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WHERE DO WE LIVE?
Activities
The following section offers suggested activities for using each approach. It also offers extension
and linking opportunities where relevant.
Message in a bottle
1. Introduce the idea of a 'message in a bottle' and some of the issues you would like pupils to
think about.
2. Ask pupils to draw a bottle shape on a piece of paper. Alternatively pupils could bring in a clean
bottle (a washed plastic milk or soda bottle may be safer than a glass one).
3. Pupils then gather or produce the items to include in their bottle. As well as selecting or
producing the items ask pupils to reflect on why they chose them.
4. Once completed, the learning can be enhanced by pupils sharing their ideas. This could be done
by:
swapping with a partner in class to compare individual bottles;
presenting bottles to whole class and sharing ideas as a group;
creating a display (bottle and contents list) to share ideas with wider school and community.
In all cases pupils can be encouraged to think about commonalities and differences. Have their
ideas about their place changed through sharing ideas with others? What have they learned about
the importance of place to individuals? Make the connection to the idea of geographical identity.
Time capsule
1. Introduce the concept of a time capsule and the issues you would like pupils to think about.
There may be local time capsules in your area to use as a stimulus/inspiration for this activity.
2. Pupils then need to think about the things they would like to put in the capsule. This could be
done individually or as a group, depending on the emphasis required. The contents could be
recorded as a list, or as artwork. A little further planning may allow the inclusion of real objects.
3. Encourage pupils to give reasons for their choices. What are they trying to tell future generations
and why?
Based on original material created by The Linking Network and Lifeworlds Learning
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
[email protected] | 01274 385470 | www.thelinkingnetwork.org.uk
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WHERE DO WE LIVE?
Space probe/explorer
1. Introduce the idea of a space probe or explorer being used to send communications into outer
space. With limited space and an unknown audience, how would you choose to represent our
planet and our species?
2. Pupils will need to think about commonality at a global scale, thinking about all of humanity.
The universal declaration on human rights could be a useful stimulus to this. Pupils will also need
to consider how they represent the planet we share and the species we share it with.
3. Central to this activity is the challenge of reaching consensus. There will only be limited space on
the probe! How will you guide your pupils to help them reach consensus. How does this process
mirror the real challenges of reaching agreement at a global scale?
4. At the end of this activity pupils should be able to reflect on what they understand by
commonality. How does this feed into their understanding of the global community? You could
also get the students to reflect on the skills needed to reach a consensus.
Desert island memories
1. Introduce the notion of being marooned on a desert island. If you could only take a few things
(perhaps 5) with you to remind you of home, what would you take and why?
2. This activity can help pupils to prioritise what are the most important things about where they
live. It could be a creative activity where pupils draw or make a desert island before populating it
with their chosen items. You may have to set and agree rules for the choice of items.
3. Pupils could be encouraged to share their islands with each other. They could reflect on the
things that they value the same and look at the things they value differently. Why is this? Respect
for difference, celebration of diversity are key learning outcomes here.
Based on original material created by The Linking Network and Lifeworlds Learning
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
[email protected] | 01274 385470 | www.thelinkingnetwork.org.uk
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WHERE DO WE LIVE?
Extension Activity 1
Extension idea
You could introduce a theme for the message in a bottle.
One such theme is the five senses:





sight
sound
smell
taste
touch
If you had to choose one thing for each sense to make up your message then what would they be?
Extension Activity 2
Contact with alien species is a regular feature of many science fiction films.
Some of these films could be used as a stimulus for this activity. They raise various issues that could
feed into or build upon the main activity.
Some films that might be appropriate include:



Independence Day (12)
ET (U)
Close Encounters (PG)
Linking Activity
There is an opportunity to work with a link partner to share the ideas generated by your pupils.
Completed bottles (or a list of their contents) could be sent to your partner school.
What can pupils learn about each others' place from the messages they have created
Based on original material created by The Linking Network and Lifeworlds Learning
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
[email protected] | 01274 385470 | www.thelinkingnetwork.org.uk
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